Collaborative Research with Teachers who Teach Mathematics

autonomy, learning and continuing education

Abstract

This article aims to analyse whether carrying out activities/tasks proposed for the first year of elementary school contributed to the improvement of students' intellectual autonomy. We opted for a qualitative approach, of the explanatory type, for the investigation. As for the procedures, we used field research and research in a collaborative perspective. For the construction of information, in the classroom, we work with participant observation and with the focus group. We used content analysis based on Bardin (2016) to assess the responses/reports collected by the focus group. The research subjects were three teachers from the first year of elementary school and students from these classes and the location, a public school in the Federal District. The article reflects on the initial training of teachers and the continuing education of pedagogues who teach Mathematics. Discussions referring to the practice of teachers were carried out through the analysis of activities proposed in each of the three classrooms. The results revealed that the pedagogical practices contributed, to a great extent, to the improvement of the children's intellectual autonomy; there were positive effects of the research in the collaborative perspective regarding teacher training, with regard to pedagogical practice and the learning of mathematical concepts, and there were learnings of important mathematical concepts for students.